Contact us
 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
Useful Links
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Modern Pedagogy and the Ratio Studiorum
Author(s)
Ziba Ahmadian
Full-Text PDF
XML 544 Views
DOI:10.17265/2159-5836/2014.02.010
Affiliation(s)
University of Toronto, Toronto, Canada
ABSTRACT
This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today’s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others.
KEYWORDS
the Ratio Studiorum, Jesuits curriculum, Jesuits pedagogy, Jesuits self-esteem
Cite this paper
References
Backley, P. (2012). Motivation and self-esteem. Learning in early childhood (pp. 65-79). London: SAGE Publications.
Bangert, W. V. (1972). A history of the society of Jesus. St. Louis: The Institute of Jesuit Sources.
Bangert, W. V. (1992). Jerome Nadal, S. J. 1507-1580 (edited and completed by T. M. McCoog). Chicago: Loyola University Press.
Beane, J. (1991). Sorting out the self-esteem controversy. Educational Leadership, 49(1), 25-30.
Brodrick, J. (1940). The origin of the Jesuits. London: Longmans Green and Co Ltd..
Cathrene, M., Connery, V., John-Steiner, P., & Marjanovic-Shane, A. (2010). Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. New York: P. Lang.
Conwell, J. F. S. J. (2003). Walking in the Spirit (A reflection on Jeronimo Nadal’s phrase“Contemplative likewise in action”). Saint Louis: The Institute of Jesuit Sources.
David, L., & Fleming, S. J. (1996). Draw me into your friendship: A literal translation & a contemporary reading. Saint Louis: The Institute of Jesuit Sources.
De Aldama, A., Antonio, M., Bottereau, G., Gioia, M., Dumeige, G., Dezza, P., & González, L. (Eds.). (1977). La formula dell’Istituto, S. J (The formula of the Institute). Roma: Centrum Ignatianum Spiritualitatis.
Dixon-Krauss, L., & Plains, W. (Eds.). (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. N.Y.: Longman.
Donnelly, F. P. (1934). Principles of Jesuit education in practice, 1869-1959. New York: P.J. Kenedy & Sons Publishers.
Donnelly, J. P. (Ed. & Trans.). (2006). Jesuit writings of the early modern period 1540-1640. Indianapolis: Hackett Publishing Company Inc..
Farrell, A. (1970). Introduction. The Jesuit Ratio Studiorum of 1599 (pp. I-XIII). Washington, DC: University of Detroit.
Frawley, W. (1997). Vygotsky and cognitive science: Language and the unification of the social and computational mind. Cambridge, Mass.: Harvard University Press.
Freedman, S. W. (1994). Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Berkeley, CA: National Cetrer for the study of writing, University of California; Pittsburgh, PA: National Center for the Study of Writing, Carnegie Mellon University.
Gredler, M. E. (2005). Learning and instruction: Theory into practice (5th ed.). Boston: Allyn and Bacon.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 646-656.
Metcalfe, B. (1981). Self-concept and attitude toward school. British Journal of Educational Psychology, 51, 66-76.
O’Malley, J. W., Bailey, G. A., Harris, S. J., & Kennedy, T. F. (Eds.). (2006). Jesuits II cultures, sciences, and the arts 1540-1773. Toronto: University of T Press.
Piaget, J. (1964). Development and learning. In R. Ripple, & V. Rockcastle (Eds), Piaget rediscovered (pp. 7-20). Ithaca, NY: Corrnell University Press.
Reynolds, M. (1980). Self-esteen abd ckassriin behaviour in elementary school children. Psychology in the Schools, 17, 273-277.
Reznitskaya, A., & Anderson, R. C. (2006). Analyzing argumentation in rich, natural contexts. Informal Logic, 26(2), 175-198.
Ribble, R. E., & Rochcastle, V. N. (Eds). (1964). Piaget rediscovered. New York: Ithaca.
Rieber, R. W., & Carton, A. S. (1987). The collected works of L. S. Vygotsky (prologue by J. S. Bruner: Translated and with an introduction by Norris Minick). New York: Plenum Press.
Rieber, R. W., & Robinson, D. K. (Eds.). (2004). The essential Vygotsky (in collaboration with Jerome Bruner (Selections, English, 2004)). New York: Kluwer Academic/Plenum Publishers.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60(1), 141-156.
Scaglione, A. D. (1986). The liberal arts and the Jesuit college system. Amsterdam: John Benjamins Publishing Company.
Siegler, R., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Physiology, 81, 446-457.
Smith, L., Dockrell, J., & Tomlinson, P. (Eds.). (1997). Piaget, Vygotsky and beyond: Future issues for developmental psychology and education. London: Routlege.
Ratio Studiorum (The official plan for Jesuit education) (Translated and Annotated by C. Pavur (2005)) (1599). St. Louis: The Institute of Jesuit Sources.
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and brain. Sciences, 16, 495-552.
Vygotsky, L. S. (1971). The psychology of art. Cambridge, Mass.: M.I.T. Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, (Ed.). Cambridge: Harvard University Press.
Woolfolk, A. E., Winne, P. H., Perry, N. E., & Shapka, J. (2009). Educational psychology. Toronto: Pearson Canada.
Bangert, W. V. (1972). A history of the society of Jesus. St. Louis: The Institute of Jesuit Sources.
Bangert, W. V. (1992). Jerome Nadal, S. J. 1507-1580 (edited and completed by T. M. McCoog). Chicago: Loyola University Press.
Beane, J. (1991). Sorting out the self-esteem controversy. Educational Leadership, 49(1), 25-30.
Brodrick, J. (1940). The origin of the Jesuits. London: Longmans Green and Co Ltd..
Cathrene, M., Connery, V., John-Steiner, P., & Marjanovic-Shane, A. (2010). Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. New York: P. Lang.
Conwell, J. F. S. J. (2003). Walking in the Spirit (A reflection on Jeronimo Nadal’s phrase“Contemplative likewise in action”). Saint Louis: The Institute of Jesuit Sources.
David, L., & Fleming, S. J. (1996). Draw me into your friendship: A literal translation & a contemporary reading. Saint Louis: The Institute of Jesuit Sources.
De Aldama, A., Antonio, M., Bottereau, G., Gioia, M., Dumeige, G., Dezza, P., & González, L. (Eds.). (1977). La formula dell’Istituto, S. J (The formula of the Institute). Roma: Centrum Ignatianum Spiritualitatis.
Dixon-Krauss, L., & Plains, W. (Eds.). (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. N.Y.: Longman.
Donnelly, F. P. (1934). Principles of Jesuit education in practice, 1869-1959. New York: P.J. Kenedy & Sons Publishers.
Donnelly, J. P. (Ed. & Trans.). (2006). Jesuit writings of the early modern period 1540-1640. Indianapolis: Hackett Publishing Company Inc..
Farrell, A. (1970). Introduction. The Jesuit Ratio Studiorum of 1599 (pp. I-XIII). Washington, DC: University of Detroit.
Frawley, W. (1997). Vygotsky and cognitive science: Language and the unification of the social and computational mind. Cambridge, Mass.: Harvard University Press.
Freedman, S. W. (1994). Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Berkeley, CA: National Cetrer for the study of writing, University of California; Pittsburgh, PA: National Center for the Study of Writing, Carnegie Mellon University.
Gredler, M. E. (2005). Learning and instruction: Theory into practice (5th ed.). Boston: Allyn and Bacon.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 646-656.
Metcalfe, B. (1981). Self-concept and attitude toward school. British Journal of Educational Psychology, 51, 66-76.
O’Malley, J. W., Bailey, G. A., Harris, S. J., & Kennedy, T. F. (Eds.). (2006). Jesuits II cultures, sciences, and the arts 1540-1773. Toronto: University of T Press.
Piaget, J. (1964). Development and learning. In R. Ripple, & V. Rockcastle (Eds), Piaget rediscovered (pp. 7-20). Ithaca, NY: Corrnell University Press.
Reynolds, M. (1980). Self-esteen abd ckassriin behaviour in elementary school children. Psychology in the Schools, 17, 273-277.
Reznitskaya, A., & Anderson, R. C. (2006). Analyzing argumentation in rich, natural contexts. Informal Logic, 26(2), 175-198.
Ribble, R. E., & Rochcastle, V. N. (Eds). (1964). Piaget rediscovered. New York: Ithaca.
Rieber, R. W., & Carton, A. S. (1987). The collected works of L. S. Vygotsky (prologue by J. S. Bruner: Translated and with an introduction by Norris Minick). New York: Plenum Press.
Rieber, R. W., & Robinson, D. K. (Eds.). (2004). The essential Vygotsky (in collaboration with Jerome Bruner (Selections, English, 2004)). New York: Kluwer Academic/Plenum Publishers.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60(1), 141-156.
Scaglione, A. D. (1986). The liberal arts and the Jesuit college system. Amsterdam: John Benjamins Publishing Company.
Siegler, R., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Physiology, 81, 446-457.
Smith, L., Dockrell, J., & Tomlinson, P. (Eds.). (1997). Piaget, Vygotsky and beyond: Future issues for developmental psychology and education. London: Routlege.
Ratio Studiorum (The official plan for Jesuit education) (Translated and Annotated by C. Pavur (2005)) (1599). St. Louis: The Institute of Jesuit Sources.
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and brain. Sciences, 16, 495-552.
Vygotsky, L. S. (1971). The psychology of art. Cambridge, Mass.: M.I.T. Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, (Ed.). Cambridge: Harvard University Press.
Woolfolk, A. E., Winne, P. H., Perry, N. E., & Shapka, J. (2009). Educational psychology. Toronto: Pearson Canada.